That sounds complete to me - I'm assuming you put in your state objectives?
I wasn't sure which way to go with it but this helps a lot.

When you answered your questions did you answer them by hand right after each questions or re-type the questions and your responses. I'm trying to decide if I should include the entire Support Materials packet. I have hand written all my responses but it's rather messy and want to type them up.

For my project I updated an existing project I have on roller coasters.
In this section of my binder, I have my lesson plan, worksheets, a
description of how the project was implemented, pictures of my students
completing the lab, a roller coaster power point presentation, and a
print screen of internet resources I put on our network for students.
Since I have never taken one of these workshops before, I figure more is
better. I am trying to put as much info as possible since this part is
worth 40% of our grade!! What are you including for your project? Am I
missing anything?
>>> cwalsleben@cssd.org 4/22/2008 6:24 PM >>>
What do you mean by project info?

I have organized everything into a 1 inch binder divided into 4
sections. The first is answers to all questions including discussions
and homework. Since I was working alone I answered everyquestion on
paper. The next section is the project info. Next I will place the
reflective paper when finished and finally, copies of emails. Yes, I
folded my poster and placed it in the back of my binder. Sound good
to
you or do you have any suggestions...let me know, thanks!

>>> cwalsleben@cssd.org 4/22/2008 11:29 AM >>>
Yes - I have to view the last video and ignore my e-mail below - I
realized I was viewing the correct video but answering the wrong
questions.

How are you going to organize your answers to your questions and
discussion material. Will you include your poster?

Hi...I believe this email was to be on another workshop's discussion
board, if not, I am totally confused...just finished final workshop
and
I am writing my reflective paper. Are you just about done as well?
Have a great day!

>>> cwalsleben@cssd.org 4/20/2008 8:55 PM >>>
Workshop 6-Homework Assignment:
I'm not sure what they are asking for here -
Tape-record class discussion involving processing for
meaning...Journal
how much you talk versus how much the students talk. Listen to the
nature of the students' discussions. Describe how they share, debate,
construct reasonable explanations, and make connections. Prepare a
5-minute excerpt that raises an interesting challenge or real success
in
facilitating dicsussion - bring to next session to share.

I think I've done this processing for meaning by using an activity
called A-B-C where students list words from their 6th grade Earth
Science class (to help them review for 8th grade exam). In pairs,
students make a list of words from each of the letters of the
alphabet.
They then choose a pair of words and create a connection. For example,
fossil is connected to rock because some rocks have fossils in them.
Students work together to generated the ABC list and to make at least
4
more connections using different pairs of words. I can hear the
students
helping each other try to remember the vocab and concepts they learned
from Earth Science. They sometimes get confuses and try to use life
science words. I make a game out of it and the first 5 teams that
finish
get a prize. They have a lot of fun helping each other and trying to
be
the first team to complete the activity.

Share Homework: Discuss sample of students' work. Does it rep.
students' own data collection or was it copies from somewhere or
someone
else? Who organized the data or information, and how well was that
done?
Is there evidence that the students used the data? How might students
use it if they have not already?

Most of our labs are student generated data. Students completed
several
hands-on labs for each unit using their own results. The data table,
however, is usually set up already so it is already organized. The
students use their data to answer questions but they don't always seem
to fully understand or are unable to make clear connections. I feel
the
labs are good but the students need a hand in creating the
experiments.
This may help them to internalize the data and synthesize the meaning
of
the data.

Pre and Post viewing of the video: What would you expect to see in an
inquiry classroom when students process for meaning?

Before viewing the video - When students process for meaning I would
expect to see that they see the relationships easier because they are
directing their learning and sometimes even make up their own
questions.
They process at their own pace so synthesizing can occur successfully.
I
would expect to see students toward the end of their experiements
coming
up with questions for additional inquiry.

Post viewing - Students were asked to predice how much force it would
take to pull magnets apart. Students were given a PURPOSE FOR
LEARNING.
They were also given a chance to make PREDICTIONS before they
performed
their experiment - giving them a chance to prove themselves right.
Upon
completing the experiment students were given a chance to access their
results thereby clearing up any misconceptions they may have had about
the scientific concepts being presented.

Also, post - Add anything that has sparked your thinking about
processing for meaning? What challenges would you find and how would
you
address them.

I think it would be great to teach every scientific concept using the
inquiry process. Student-directed learning is preferred to
teacher-directed. However, using inquiry to teach all concepts would
be
unrealistic due to the length of time it will take. To address this I
would choose carefully which labs are most important to do as inquiry.
In addition, I would try to make each lab as close to full-inquiry as
possible.

I agree with Kristen. A great, fun video that details what the world
would be without friction is an old Magic School Bus. I believe it is
called "Frictionless Sports". If you can get a copy, it is worth
watching.

Our world would be in chaos. We would not be able to drive, ride
bikes, walk etc. Friction allows us to grip with the ground so that
we
can begin moving. If we were able to somehow move without friction,
stopping then would become an issue. Friction ensures that we will
stop. An object that is in motion tends to stay in motion unless
acted
upon by a force. Without friction, we would continue moving until we
hit another massive object.

Finally, friction is essential to life on earth. One key type of
friction is air resistance. Without air resistance, we would no
longer
have an atmosphere. Life cannot exist in a vacuum.

Good, I don't feel too behind. I will do some work in the next few
days
to catch up. So far, so good with me. I teach several of these
concepts so I feel very comfortable, how about you? I do have a
question, however. Since I am working on this alone, I am writing all
my response to questions (homework, discussion, etc) and I am planning
on sending this in as part of my journal. Is this acceptable? I am
doing this to show reflection in leu of a discussion with a group.
Let
me know what you think. Thanks!

>>> cwalsleben@cssd.org 4/4/2008 5:10 PM >>>
I about in the same place - I think I'm up to workshop 4 already but
may have to re-review it because it has been a couple of weeks.

Hi Chris...glad to hear that we are in the same boat. I am getting a
late start but I am about to begin workshop 3. Where are you in the
process? I also teach physical science, as well as chemistry at the
middle school level. Glad to hear we can help eachother through the
process.

Jamie

>>> cwalsleben@cssd.org 4/3/2008 4:09 PM >>>

yes, I am taking the workshop/course for credit and would like to
share/discuss thoughts about what I've learned with you.
Thanks, Chris Walsleben
8th grade Physical Sci teacher at Central Square Middle School,
Central
Square, NY

Hello, my name is Jamie and this is my first workshop, and my first
time
using channel-talkforce. I am an individual taking the Forces and
Motion workshop and would like to connect with others to discuss the
activities. Please email if you are also an individual, or if there
is
a group I could share some thoughts with.

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